History Curriculum Framework 2008 - VDOE · History and Social Science Standards of Learning Curriculum Framework 2008: Virginia Studies 1 STANDARD VS.1a, b, c, d, e, f, g, h, i The

HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING

CURRICULUM FRAMEWORK 2008

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Board of Education Commonwealth of Virginia

Copyright © 2008

by the

Virginia Department of Education

P. O. Box 2120

Richmond, Virginia 23218-2120

http://www.doe.virginia.gov

All rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.

Superintendent of Public Instruction

Billy K. Cannaday, Jr.

Chief Deputy Superintendent of Public Instruction

Patricia I. Wright

Assistant Superintendent for Instruction

Linda M. Wallinger

Office of Elementary Instructional Services

Mark R. Allan, Director

Betsy S. Barton, History and Social Science Specialist

Office of Middle and High School Instructional Services

Felicia D. Dyke, Director

Beverly M. Thurston, History and Social Science Coordinator

Edited by the CTE Resource Center

http://CTEresource.org

NOTICE

The Virginia Department of Education does not unlawfully discriminate on the basis of race, color, sex, national origin, age, or disability in employment or

in its educational programs or services.

History and Social Science Standards of Learning Curriculum Framework 2008: Virginia Studies iii

INTRODUCTION

The History and Social Science Standards of Learning Curriculum Framework 2008, approved by the Board of Education on July 17, 2008, is a

companion document to the 2008 History and Social Science Standards of Learning for Virginia Public Schools. The Curriculum Framework amplifies the

Standards of Learning by defining the content understandings, knowledge, and skills that are measured by the Standards of Learning assessments. The

Curriculum Framework provides additional guidance to school divisions and their teachers as they develop an instructional program appropriate for their

students. It assists teachers in their lesson planning by identifying the essential content understandings, knowledge, and intellectual skills that should be the

focus of instruction for each standard. Hence, the framework delineates with greater specificity the content that all teachers should teach and all students

should learn.

The Curriculum Framework consists of at least one framework page for every Standard of Learning. Each of these pages is divided into four columns, as

described below:

Essential Understandings

This column includes the fundamental background information necessary for answering the essential questions and acquiring the essential

knowledge. Teachers should use these understandings as a basis for lesson planning.

Essential Questions

In this column are found questions that teachers may use to stimulate student thinking and classroom discussion. The questions are based on the

standard and the essential understandings, but may use different vocabulary and may go beyond them.

Essential Knowledge

This column delineates the key content facts, concepts, and ideas that students should grasp in order to demonstrate understanding of the standard.

This information is not meant to be exhaustive or a limitation on what is taught in the classroom. Rather, it is meant to be the principal knowledge

defining the standard.

Essential Skills

This column enumerates the fundamental intellectual abilities that students should have—what they should be able to do—to be successful in

accomplishing historical and geographical analysis and achieving responsible citizenship.

The Curriculum Framework serves as a guide for Standards of Learning assessment development; however, assessment items may not and should not be

verbatim reflections of the information presented in the Curriculum Framework.

History and Social Science Standards of Learning Curriculum Framework 2008: Virginia Studies 1

STANDARD VS.1a, b, c, d, e, f, g, h, i

The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to

a) identify and interpret artifacts and primary and secondary source documents to understand events in history;

b) determine cause-and-effect relationships;

c) compare and contrast historical events;

d) draw conclusions and make generalizations;

e) make connections between past and present;

f) sequence events in Virginia history;

g) interpret ideas and events from different historical perspectives;

h) evaluate and discuss issues orally and in writing;

i) analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

The skills identified in standard VS.1a–i are cited, as applicable, in the “Essential Skills” column of each chart for Virginia Studies, with the exception of skill “h.”

Students should have opportunities to practice speaking and writing, but these skills will not be assessed on the Standards of Learning test. All other skills listed above

will be assessed on the Standards of Learning test. Teachers should incorporate these skills into instruction throughout the year.


STANDARD VS.2a

The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by

a) locating Virginia and its bordering states on maps of the United States.

Essential Understandings Essential Questions Essential Knowledge Essential Skills

Locations of places can be described in

relative terms.

What are some ways that relative

location can be described?

What large bodies of water border

Virginia?

What states border Virginia?

Relative location may be described by

using terms that show connections

between two places, such as next to,

near, and bordering.

Bordering bodies of water

Atlantic Ocean

Chesapeake Bay

Bordering states

Maryland

West Virginia

Kentucky

Tennessee

North Carolina

Analyze and interpret maps to explain

relationships among landforms and

water features. (VS.1i)


STANDARD VS.2b


b) locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau.


Geographic regions have distinctive

characteristics.

Virginia can be divided into five

geographic regions.

What are the five geographic regions of

Virginia?

How do the geographic regions of

Virginia differ?

Where are the geographic regions of

Virginia located?

Terms to know

Fall Line: The natural border between the

Coastal Plain (Tidewater) and the Piedmont

regions, where waterfalls prevent further

travel on the river

Geographic regions

Coastal Plain (Tidewater)

– Flat land

– Location near Atlantic Ocean and

Chesapeake Bay (includes the Eastern

Shore)

– East of the Fall Line

Piedmont (land at the foot of mountains)

– Rolling hills

– West of the Fall Line

Blue Ridge Mountains

– Old, rounded mountains

– Part of the Appalachian mountain system

– Located between the Piedmont and the

Valley and Ridge regions

– Source of many rivers

Valley and Ridge

– Includes the Great Valley of Virginia

and other valleys separated by ridges.

(The Blue Ridge Mountains and the

Valley and Ridge regions are part of the

Appalachian mountain system.)

– Located west of Blue Ridge Mountains

Appalachian Plateau (plateau: Area of

elevated land that is flat on top)

– Located in Southwest Virginia

– Only a small part of the plateau is

located in Virginia.

Analyze and interpret maps to

explain relationships among

landforms and water features.

(VS.1i)


STANDARD VS.2c


c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River,

Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp).


Water features were important to

the early history of Virginia.

Many early Virginia cities

developed along the Fall Line, the

natural border between the

Coastal Plain (Tidewater) and the

Piedmont regions, where the land

rises sharply and waterfalls

prevent further travel on the river.

The four major rivers that flow

into the Chesapeake Bay are

separated by peninsulas.

The Chesapeake Bay separates the

Eastern Shore from the mainland

of Virginia.

Which water features were

important to the early history of

Virginia?

How did water features

influence the development of

Virginia?

How did the flow of rivers

affect the settlement of

Virginia?

What is a peninsula?

Where is the Eastern Shore

located?

Terms to know

peninsula: A piece of land bordered by water on three sides

Water features

Atlantic Ocean

– Provided transportation links between Virginia and other

places (e.g., Europe, Africa, Caribbean)

Chesapeake Bay

– Provided a safe harbor

– Was a source of food and transportation

James River

– Flows into the Chesapeake Bay

– Richmond and Jamestown located along the James River

York River


– Yorktown located along the York River

Potomac River


– Alexandria located along the Potomac River

Rappahannock River


– Fredericksburg located on the Rappahannock River

Each river was a source of food and provided a pathway for

exploration and settlement of Virginia.

Lake Drummond

– Located in the Coastal Plain (Tidewater) region

– Shallow natural lake surrounded by the Dismal Swamp

Dismal Swamp

– Located in the Coastal Plain (Tidewater) region

– Variety of wildlife

George Washington explored and surveyed the Dismal Swamp.

The Eastern Shore is a peninsula bordered by the Chesapeake

Bay to the west and the Atlantic Ocean to the east.

Determine cause-and effect-

relationships. (VS.1b)

Compare and contrast historical

events. (VS.1c)

Draw conclusions and make

generalizations. (VS.1d)



landforms, water features, and

historical events. (VS.1i)


STANDARD VS.2d


d) locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia.


American Indians were the first people

who lived in Virginia.

American Indians lived in all areas of

the state.

There were three major language groups

in Virginia.

Why are native peoples called

“Indians”?

What evidence is there that American

Indians lived in all areas of Virginia?

What were the three major language

groups found in Virginia, and where

was each group located?

Christopher Columbus called the people

he found in the lands he explored

“Indians” because he thought he was in

the Indies (near China).

Artifacts such as arrowheads, pottery,

and other tools that have been found tell

a lot about the people who lived in

Virginia.

Three major language groups of

Virginia

Algonquian languages were spoken

primarily in the Tidewater region;

the Powhatan were part of this group.

Siouan languages were spoken

primarily in the Piedmont region; the

Monacan were part of this group.

Iroquoian languages were spoken in

Southwestern Virginia and in

Southern Virginia near what is today

North Carolina; the Cherokee were a

part of this group.

Analyze and interpret maps. (VS.1i)


STANDARD VS.2e


e) describing how American Indians related to the climate and their environment to secure food, clothing, and shelter.


Virginia’s American Indians worked

with the climate and the environment

to meet their basic needs.

Virginia Indian cultures have

changed over time.

What are some characteristics of

Virginia’s climate?

What are some ways Virginia’s

American Indians related to the

climate and interacted with their

environment to meet their basic

needs?

How do Virginia’s American Indians

live today as compared to the way

they lived in the past?

Climate in Virginia

The climate in Virginia is relatively mild with

distinct seasons—spring, summer, fall, and

winter—resulting in a variety of vegetation.

Forests, which have a variety of trees, cover most

of the land. Virginia’s Indians are referred to as

Eastern Woodland Indians.

Environmental connections

The kinds of food they ate, the clothing they

wore, and the shelters they had depended upon

the seasons.

Foods changed with the seasons.

– In winter, they hunted birds and other

animals and lived on stored foods from the

previous fall.

– In spring, they hunted, fished, and picked

berries.

– In summer, they grew crops (e.g., beans,

corn, squash).

– In fall, they harvested crops and hunted for

foods to preserve and keep for the winter.

Animal skins (deerskin) were used for

clothing.

Shelter was made from materials found around

them.

Native peoples of the past farmed, hunted, and

fished. They made homes, using natural

resources. They used animal skins for clothing.

Today, most native peoples live like other

Americans. Their cultures have changed over

time.

Determine cause-and-effect




Interpret ideas and events from

different historical perspectives.

(VS.1g)



landforms, water features, climatic

characteristics, and historical events.

(VS.1i)


STANDARD VS.2f


f) describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown.


Archaeology is another way to help

people understand the past.

Recent archaeological digs have

recovered new material evidence about

Werowocomoco and historic

Jamestown.

Why is archaeology important?

How can new findings change the

understanding of history?

What was Werowocomoco?

What was Jamestown?

Archaeologists study all kinds of

material evidence left by people from

the past.

Werowocomoco was a large Indian

town used by Indian leaders for several

hundred years before the English

settlers came. It was the headquarters of

the leader Powhatan in 1607.

Jamestown became the first permanent

English settlement in North America.

Archaeologists have discovered the site

of the original fort. The recovered

artifacts give archaeologists clues about

the interactions of the English, Africans,

and Indians in early Virginia.

Identify and interpret artifacts to

understand events in history. (VS.1a)



Interpret ideas and events from different

historical perspectives. (VS.1g)

Pronunciation guide:

Werowocomoco: weh-ro-wo-COM-o-co

(The pronunciation guide for this word

will not be assessed on the test.)


STANDARD VS.2g


g) identifying and locating the current state-recognized tribes.


American Indian people have lived in

Virginia for thousands of years.

Today, eleven† American Indian tribes

in Virginia are recognized by the

Commonwealth of Virginia.

What are the names of the current state-

recognized tribes?

Where are the current state-recognized

tribes located in Virginia today?

American Indians, who trace their

family histories back to well before

1607, continue to live in all parts of

Virginia today.

The current state-recognized tribes

are located in the following regions:

Coastal Plain (Tidewater) region:

– Cheroenhaka (Nottoway) Tribe†

– Chickahominy Tribe

– Eastern Chickahominy Tribe

– Mattaponi Tribe

– Nansemond Tribe

– Nottoway Tribe†

– Pamunkey Tribe

– Patawomeck Tribe†

– Rappahannock Tribe

– Upper Mattaponi Tribe

Piedmont region:

– Monacan Tribe

†Revised January 2013

The technical edits will not affect the

Virginia Studies Standards of Learning

test at this time.

See Superintendent’s Memo #014-13.






relationships among landforms, water

features, climatic characteristics, and


Pronunciation guide:

Cheroenhaka (Nottoway): Chair-oh-en-

HAH-kah (NAH-toh-way)†

Chickahominy: CHICK-a-HOM-a-nee

Mattaponi: ma-ta-po-NYE

Nansemond: NAN-sa-mund

Nottoway: NAH-toh-way†

Pamunkey: pa-MUN-kee

Patawomeck: Pət- OW-ə-meck†

Rappahannock: RAP-a-HAN-nock

Monacan: MON-a-cun

(The pronunciation guide for this word

will not be assessed on the test.)

http://www.doe.virginia.gov/administrators/superintendents_memos/2013/014-13.shtml


STANDARD VS.3a

The student will demonstrate knowledge of the first permanent English settlement in America by

a) explaining the reasons for English colonization.


Some European countries, including

England, were in competition to

increase their wealth and power by

expanding their empires to America.

The first permanent English settlement

in America was Jamestown, founded in

1607 as an economic venture.

What were the reasons for English

colonization in America?

What were the reasons why the

Jamestown settlers came to America?

Reasons for English colonization in

America

England wanted to establish an

American colony to increase its wealth

and power.

England hoped to find silver and

gold in America.

An American settlement would

furnish raw materials that could not

be grown or obtained in England,

while opening new markets for trade.

Jamestown

Jamestown was primarily an

economic venture.

The stockholders of the Virginia

Company of London financed the

settlement of Jamestown.

Jamestown, founded in 1607,

became the first permanent English

settlement in America.

Compare and contrast historical events.

(VS.1c)








STANDARD VS.3b


b) describing how geography influenced the decision to settle at Jamestown.


Location and physical characteristics

influenced the decision to settle at

Jamestown.

Where is Jamestown located?

Why did the settlers choose the site at

Jamestown?

When the settlers arrived in 1607, they

founded Jamestown on a narrow

peninsula bordered on three sides by the

James River. Today, Jamestown is

located on an island in the James River.

Reasons for site choice

Instructions told the settlers to go

inland and find a suitable place for

their colony.

The location could be easily

defended from attack by sea (by the

Spanish).

The water along the shore was deep

enough for ships to dock.

They believed the site had a good

supply of fresh water.




(VS.1c)










STANDARD VS.3c


c) identifying the importance of the charters of the Virginia Company of London in establishing the Jamestown settlement.


The King of England had the power to

grant charters allowing settlement in

North America.

What was the importance of the charters

of the Virginia Company of London to

the Jamestown settlement?

Importance of Virginia charters

The King of England granted charters to

the Virginia Company of London to

establish a settlement in North

America

extend English rights to the settlers.

Identify and interpret artifacts and

primary and secondary source

documents to understand events in

history. (VS.1a)



Make connections between past and

present. (VS.1e)




STANDARD VS.3d


d) identifying the importance of the General Assembly (1619) as the first representative legislative body in English America.


As Jamestown grew, its system of

government evolved.

What was Jamestown’s system of

government called?

What was the House of Burgesses, and

why was it important?

System of government

In 1619, the governor of Virginia called

a meeting of the General Assembly. The

General Assembly included two

representatives, called burgesses, from

each of the divisions of Virginia, along

with the governor’s council and the

governor. They met as one legislative

body. (At that time, only certain free

adult men had the right to take part.)

The current Virginia General Assembly

dates back to 1619 with the

establishment of the General Assembly

and its burgesses in Jamestown. It was

the first elected legislative body in

English America giving settlers the

opportunity to control their own

government.

House of Burgesses

By the 1640s, the burgesses became a

separate legislative body, called the

House of Burgesses. They met

separately from the Governor’s Council

as one of the two legislative bodies of

the General Assembly.




history. (VS.1a)




present. (VS.1e)

Sequence events in Virginia history.

(VS.1f)


STANDARD VS.3e


e) identifying the importance of the arrival of Africans and English women to the Jamestown settlement.


Jamestown became a more diverse

colony by 1620.

What was the impact of the arrival of

Africans on the Jamestown settlement?

What was the impact of the arrival of

additional women on the Jamestown

settlement?

Portuguese sailors captured African men

and women from what is present-day

Angola. The status of these early

African men and women as either

servants or enslaved persons in Virginia

is unknown.

Africans arrived in Jamestown against

their will in 1619.

The arrival of Africans made it possible

to expand the tobacco economy.

The arrival of additional women in 1620

made it possible for more settlers to

establish families and a permanent

settlement at Jamestown.


(VS.1c)




(VS.1f)








STANDARD VS.3f


f) describing the hardships faced by settlers at Jamestown and the changes that took place to ensure survival.


The English settlers found life in

Jamestown harder than they had

expected.

What hardships did the Jamestown

settlers face?

What changes took place that resulted in

survival of the settlers?

Hardships faced by the settlers

The site they chose to live on was

marshy and lacked safe drinking

water.

The settlers lacked some skills

necessary to provide for themselves.

Many settlers died of starvation and

disease.

Changes that resulted in survival

The arrival of supply ships

The forced work program and strong

leadership of Captain John Smith

The emphasis on agriculture




(VS.1c)




(VS.1f)




STANDARD VS.3g


g) describing the interactions between the English settlers and the native peoples, including the contributions of Powhatan to the survival of the

settlers.


The native peoples and the English

settlers at Jamestown established trading

relationships and, for a while, had

positive interactions.

How did the native peoples and the

English settlers interact?

Why did the relationship between the

Jamestown settlers and the native

peoples change?

How did Powhatan contribute to the

survival of the settlers?

Captain John Smith initiated trading

relationships with the native peoples.

The native peoples traded mainly food

with the English in exchange for tools,

pots, and copper for jewelry.

The native peoples contributed to the

survival of the Jamestown settlers in

several ways.

Powhatan, chief of many tribes,

provided leadership to his people and

taught the settlers survival skills.

Pocahontas, daughter of Powhatan,

served as a contact between the

native peoples and the English.

The native peoples showed the

settlers how to plant corn and

tobacco.

Over time, the native peoples realized

the English settlement would continue

to grow. They came to see the settlers as

invaders who would take over their

land.


(VS.1c)




(VS.1f)




STANDARD VS.4a

The student will demonstrate knowledge of life in the Virginia colony by

a) explaining the importance of agriculture and its influence on the institution of slavery.


The success of tobacco as a cash crop

transformed life in the Virginia colony

and encouraged slavery.

What effect did agriculture have on the

Virginia colony?

How did agriculture in the Virginia

colony influence the institution of

slavery?

Terms to know

cash crop: A crop that is grown to

sell for money rather than for use by

the growers

The economy of the Virginia colony

depended on agriculture as the primary

source of wealth.

Tobacco became the most profitable

agricultural product.

Tobacco was sold in England as a

cash crop.

The successful cultivation of tobacco

depended on a steady and inexpensive

source of labor.

African men, women, and children

were brought to the Virginia colony

and enslaved to work on the

plantations.

The Virginia colony became

dependent on slave labor, and this

dependence lasted a long time.






present. (VS.1e)


(VS.1f)


STANDARD VS.4b


b) describing how the culture of colonial Virginia reflected the origins of European (English, Scots-Irish, German) immigrants, Africans, and

American Indians.


The culture of colonial Virginia

reflected the beliefs, customs, and

architecture of the Europeans, Africans,

and American Indians living there.

Although it was a colony of England,

Virginia developed a unique culture

different from that of England.

How did the culture of colonial

Virginia reflect beliefs, customs, and

architecture of Europeans, Africans,

and American Indians?

Where did the various cultural groups

settle?

Culture of colonial Virginia

Whenever people settle an area, they

change the culture and landscape to reflect

their beliefs, customs, and architecture.

Examples of architecture that reflect

different cultures include

barns

homes

places of worship (e.g., churches).

Place names reflecting culture

English – Richmond

American Indian – Roanoke

Settlement areas

English and other Europeans settled

primarily in the Coastal Plain

(Tidewater) and the Piedmont regions.

Germans and Scots-Irish settled

primarily in the Shenandoah Valley,

which was along the migration route.

Africans were settled primarily in the

Coastal Plain (Tidewater) and the

Piedmont regions, where tobacco

agriculture required a great deal of

labor.

Prior to the arrival of the settlers,

American Indians lived throughout

Virginia. After the settlers arrived, most

were forced inland.

Migration and living in new areas caused

people to adapt old customs to their new

environments.




events. (VS.1c)





(VS.1g)



features, and historical events. (VS.1i)


STANDARD VS.4c


c) explaining the reasons for the relocation of Virginia’s capital from Jamestown to Williamsburg to Richmond.


A variety of factors explain the reasons

for moving Virginia’s capital.

England became Great Britain in the

early 1700s.

What were some reasons why Virginia’s

capital was moved from Jamestown to

Williamsburg?

What were some reasons why Virginia’s

capital was moved from Williamsburg

to Richmond?

Reasons why the capital was moved

from Jamestown to Williamsburg

Drinking water was contaminated by

seepage of salt water.

Unhealthy living conditions caused

diseases.

Fire destroyed wooden and brick

buildings at Jamestown.

Reasons why the capital was moved

from Williamsburg to Richmond

The population was moving

westward.

Richmond was a more central

location.

Moving to Richmond increased the

distance from the sea and possible

attack by the British.




(VS.1c)


present. (VS .1e)


(VS.1f)






STANDARD VS.4d


d) describing how money, barter, and credit were used.


Money was not often used in the early

Virginia colony.

What forms of exchange were used in

the Virginia colony?

Terms to know

money: A medium of exchange

(currency, which includes coins and

paper bills)

barter: Trading or exchanging of

goods and services without the use of

money

credit: Buying a good or service now

and paying for it later

debt: A good or service owed to

someone

savings: Money put away to save or

to spend at a later time

Few people had paper money or coins to

use to buy goods and services.

Barter was commonly used instead of

money.

Tobacco was used as money. A tobacco

farmer could use his tobacco to pay for

goods and services.

Farmers and other consumers could also

buy goods and services on credit and

pay their debts when their crops were

harvested and sold.

Colonial Virginia had no banks.






present. (VS.1e)


STANDARD VS.4e


e) describing everyday life in colonial Virginia.


Resources found in colonial Virginia

were used to produce the goods and

services people needed.

Everyday life in colonial Virginia was

different for whites, enslaved African

Americans, and free African Americans.

How did resources influence food,

housing, and clothing in colonial

Virginia?

How was everyday life in colonial

Virginia different for whites, enslaved

African Americans, and free African

Americans?

People living in colonial Virginia

depended on natural, human, and capital

resources to produce the goods and

services they needed.

Food

Food choices were limited.

Meals were made of local produce

and meats.

Housing

Most people lived in one-room

houses with dirt floors.

Some people (farmers) lived in large

houses.

Clothing

Households made their own clothes.

Most clothing was made of cotton,

wool, and/or leather.

Most white Virginians made their living

from the land as small farmers. A few

owned large farms (plantations).

Most enslaved African Americans

worked tobacco, other crops, and

livestock. Enslaved African Americans

had no rights.

Many free African Americans owned

their own businesses and property but

were denied most rights.




present. (VS.1e)


(VS.1f)


STANDARD VS.5a

The student will demonstrate knowledge of the role of Virginia in the American Revolution by

a) identifying the reasons why the colonies went to war with Great Britain, as expressed in the Declaration of Independence.


England became Great Britain in the

early 1700s.

Conflicts developed between the

colonies and Great Britain over how the

colonies should be governed.

The Declaration of Independence gave

reasons for independence and ideas for

self-government.

How did the colonists’ ideas about

government differ from those of the

British Parliament?

Why is the Declaration of Independence

an important document?

The colonists and the British

Parliament disagreed over how the

colonies should be governed.

Parliament believed it had legal

authority in the colonies, while the

colonists believed their local

assemblies had legal authority.

Parliament believed it had the right

to tax the colonies, while the

colonists believed they should not be

taxed because they had no

representation in Parliament.

The Declaration of Independence,

written by Thomas Jefferson, states that

authority to govern belongs to the

people rather than to kings and that all

people are created equal and have rights

to life, liberty, and the pursuit of

happiness.




history. (VS.1a)




(VS.1c)




(VS.1f)




STANDARD VS.5b


b) identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the

Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette.


Virginians made significant

contributions during the

Revolutionary War era.

Whites, enslaved African

Americans, free African

Americans, and American Indians

had various roles during the

American Revolution.

What contributions did Virginians

make during the Revolutionary

War era?

What roles did whites, enslaved

African Americans, free African


play during the American

Revolution?

Varied roles of whites, enslaved African Americans,

free African Americans, and American Indians in the

Revolutionary War era

Virginia patriots served in the Continental Army and

fought for independence, leading to the British

surrender at Yorktown.

Some Virginians were neutral and did not take sides,

while other Virginians remained loyal to Great

Britain.

Women took on more responsibilities to support the

war effort.

Some enslaved African Americans fought for a better

chance of freedom.

Some free African Americans fought for

independence from Great Britain.

Many American Indians fought alongside the Virginia

patriots, while others fought with the British.

Contributions of Virginians during the Revolutionary

War era

George Washington provided military leadership by

serving as commander-in-chief of the Continental

Army.

Thomas Jefferson provided political leadership by

expressing the reasons for colonial independence from

Great Britain in the Declaration of Independence.

Patrick Henry inspired patriots from other colonies

when he spoke out against taxation without

representation by saying, “…give me liberty or give

me death.”

James Lafayette, an enslaved African American from

Virginia, served in the Continental Army and

successfully requested his freedom after the war.

Identify and interpret artifacts

and primary and secondary

source documents to understand

events in history. (VS.1a)



(VS.1g)


STANDARD VS.5c


c) identifying the importance of the Battle of Great Bridge, the ride of Jack Jouett, and the American victory at Yorktown.


The Battle of Great Bridge was the first

land battle fought in Virginia during the

American Revolution.

The actions of Jack Jouett prevented the

capture of key members of the Virginia

General Assembly.

The last major battle of the

Revolutionary War was fought at

Yorktown, Virginia.

What was the importance of the Battle

of Great Bridge?

Who was Jack Jouett?

What was the importance of the

American victory at Yorktown?

The Battle of Great Bridge was the first

land battle of the American Revolution

fought in Virginia. The American

victory forced the British colonial

governor to flee the City of Norfolk.

Jack Jouett rode on horseback through

the backwoods of Virginia to

Charlottesville to warn Thomas

Jefferson, then the governor of Virginia,

that the British were coming to arrest

him and members of the General

Assembly.

The American victory at Yorktown

resulted in the surrender of the British

army, which led to the end of the war.






(VS.1f)


relationships between water features and



STANDARD VS.6a

The student will demonstrate knowledge of the role of Virginia in the establishment of the new American nation by

a) explaining why George Washington is called the “Father of Our Country” and James Madison is called the “Father of the Constitution.”


The actions and ideas of some

Virginians formed the basis for the new

constitutional government of the United

States.

Why is George Washington referred to

as the “Father of Our Country?”

Why is James Madison referred to as

the “Father of the Constitution?”

George Washington, a Virginian, was

elected as the first president of the

United States of America. He provided

the strong leadership needed to help the

young country and provided a model of

leadership for future presidents. Thus,

he is often called the “Father of Our

Country.”

James Madison, a Virginian, believed in

the importance of having a United

States constitution. He kept detailed

notes during the Constitutional

Convention. His skills at compromise

helped the delegates reach agreement

during the difficult process of writing

the Constitution of the United States of

America. This earned him the title

“Father of the Constitution.”




history. (VS.1a)


(VS.1c)






STANDARD VS.6b


b) identifying the ideas of George Mason and Thomas Jefferson as expressed in the Virginia Declaration of Rights and the Virginia Statute for

Religious Freedom.


The Virginia Declaration of Rights and

the Virginia Statute for Religious

Freedom provided significant rights.

What key ideas of the Virginia

Declaration of Rights are included in the

Constitution of the United States of

America?

What key ideas of the Virginia Statute

for Religious Freedom are included in

the Constitution of the United States of

America?

The Virginia Declaration of Rights,

written by George Mason, states that all

Virginians have many rights, including

freedom of religion and freedom of the

press.

The Virginia Statute for Religious

Freedom, written by Thomas Jefferson,

states that all people should be free to

worship as they please.

Identify primary and secondary source


history. (VS.1a)


present. (VS.1e)




STANDARD VS.6c


c) explaining the influence of geography on the migration of Virginians into western territories.


Geography influenced the movement of

people and ideas as Virginians moved to

and beyond the Virginia frontier.

What geographic factors influenced

Virginians to move to the western

frontier of Virginia and beyond?

After the American Revolution,

Virginia’s agricultural base began to

change, and as a result, large numbers

of Virginians moved west and to the

deep South to find better farmland and

new opportunities.

Tobacco farming was hard on the

soil, causing many farmers to look

west and south for new land to farm.

Virginians migrated into western

territories, looking for large areas of

land and new opportunities.

As Virginians moved, they took their

traditions, ideas, and cultures with

them.

Settlers crossed the Appalachian

Mountains through the Cumberland

Gap as they migrated to new lands in

the west.




(VS.1c)








STANDARD VS.7a

The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the

creation of West Virginia.


Because of economic differences

between the North and South, they

were unable to resolve their

conflicts, and the South seceded

from the United States.

Virginians were divided about

secession from the Union, which

led to the creation of West

Virginia.

What conflicts developed between

the northern and southern states in

the years following the American

Revolution and led to the Civil

War?

Why did Virginia secede from the

Union?

Why did West Virginia become a

state?

Differences between northern and southern states

The economy in the northern part of the United

States was more industrialized, while in the southern

part, it was agricultural and relied more on slave

labor.

Northern states wanted the new states created out of

the western territories to be “free states,” while the

southern states wanted the new states to be “slave

states.”

Events leading to secession and war

Nat Turner led a revolt against plantation owners in

Virginia.

Abolitionists campaigned to end slavery.

Harriet Tubman supported a secret route that escaped

enslaved African Americans took; it became known

as the “Underground Railroad.”

John Brown led a raid on the United States Armory

(Arsenal) at Harpers Ferry, Virginia. He was trying

to start a slave rebellion. He was captured and

hanged.

After Abraham Lincoln was elected president of the

United States in 1860, some southern states seceded

from the Union and formed the “Confederate States

of America.” Later, Virginia seceded and joined

them.

Creation of West Virginia

Conflict grew between the eastern counties of

Virginia that relied on slavery and the western

counties that did not favor slavery.

Many disagreements between the two regions of the

state led to the creation of West Virginia.




history. (VS.1a)




events. (VS.1c)



Make connections between past

and present. (VS.1e)

Sequence events in Virginia

history. (VS.1f)



(VS.1g)


explain historical events. (VS.1i)


STANDARD VS.7b


b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.


Virginia played a significant role in the

Civil War and became a major

battleground between Union and

Confederate troops.

Virginians played a significant role in

the Civil War.

What major Civil War battles were

fought in Virginia?

Who were some of the leaders of the

Civil War?

Major Civil War battles fought in

Virginia

The first Battle of Bull Run (or

Manassas) was the first major clash

of the Civil War. Confederate

General Thomas “Stonewall”

Jackson played a major role in this

battle.

General Robert E. Lee, Commander

of the Army of Northern Virginia,

defeated Union troops at

Fredericksburg, Virginia.

Richmond was the capital of the

Confederacy. It fell to General

Ulysses S. Grant and was burned

near the end of the war.

President Abraham Lincoln used the

Union navy to blockade southern

ports. An important sea battle

between the Monitor (Union) and the

Merrimack (Confederacy), two iron-

clad ships, took place in Virginia

waters near Norfolk and Hampton.

The battle was fought to a draw.

The Civil War ended at Appomattox

Court House, Virginia, where

Confederate General Robert E. Lee

surrendered his army to Union

General Ulysses S. Grant in April

1865.






(VS.1f)






STANDARD VS.7c


c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.


Whites, enslaved African Americans,

free African Americans, and American

Indians had various roles during the

Civil War.

How were whites, enslaved African

Americans, free African Americans, and

American Indians affected by the Civil

War?

Varied roles of whites, enslaved

African Americans, free African


during the Civil War

Most white Virginians supported the

Confederacy.

The Confederacy relied on enslaved

African Americans to raise crops and

provide labor for the army. Many

enslaved African Americans fled to

the Union army as it approached and

some fought for the Union.

Some free African Americans felt

their limited rights could best be

protected by supporting the

Confederacy.

Most American Indians did not take

sides during the Civil War.






(VS.1f)


STANDARD VS.8a

The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by

a) identifying the effects of Reconstruction on life in Virginia.


Virginians faced serious problems in

rebuilding the state after the Civil War.

What were some of the problems

Virginians faced during the period of

Reconstruction following the Civil

War?

What measures were taken during

Reconstruction to resolve Virginia’s

problems?

Terms to know

Reconstruction: The period

following the Civil War in which

Congress passed laws designed to

help rebuild the country and bring

the southern states back into the

Union

Problems faced by Virginians during

Reconstruction

Millions of freed African Americans

needed housing, education, clothing,

food, and jobs.

Virginia’s economy was in ruins:

– Money had no value.

– Banks were closed.

– Railroads, bridges, plantations,

and crops were destroyed.

Measures taken to resolve problems

The Freedmen’s Bureau was a

government agency that provided

food, schools, and medical care for

freed African Americans and others

in Virginia.

Sharecropping was a system

common in Virginia after the war in

which freedmen and poor white

farmers rented land from landowners

by promising to pay the owners with

a share of the crops.






present. (VS.1e)


(VS.1f)




STANDARD VS.8b


b) identifying the effects of segregation and “Jim Crow” on life in Virginia for whites, African Americans, and American Indians.


The freedoms and rights that had been

promised to African Americans were

slowly taken away after Reconstruction,

and it would take years to win them

back.

What impact did “Jim Crow” laws have

on whites, African Americans, and

American Indians in Virginia?

What happened to the rights of African

Americans after Reconstruction?

Terms to know

segregation: The separation of people,

usually based on race or religion

discrimination: An unfair difference in the

treatment of people

During Reconstruction, African Americans

began to have power in Virginia’s

government, and men of all races could vote.

After Reconstruction, these gains were lost

when “Jim Crow” laws were passed by

southern states. “Jim Crow” laws legally

established segregation, or separation of the

races, and reinforced prejudices held by

whites.

Effect of “Jim Crow” laws on the lives of

African Americans and American Indians

Unfair poll taxes and voting tests were

established to keep African American

men from voting.

African Americans found it very difficult

to vote or hold public office.

African Americans were forced to use

separate, poor-quality facilities and

services, such as drinking fountains,

restrooms, and restaurants.

African-American and white children

attended separate schools.

“Jim Crow” laws had an effect on

American Indians.






present. (VS.1e)


(VS.1f)



(VS.1g)


STANDARD VS.8c


c) describing the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.


After the Civil War, industry and

technology, railroads, and cities began

to grow and contribute increasingly to

Virginia’s economy.

What changes took place in Virginia to

boost economic growth?

Virginia began to grow in many ways

after the Civil War and

Reconstruction.

Virginia’s cities grew with people,

businesses, and factories.

Railroads were a key to the

expansion of business, agriculture,

and industry. They facilitated the

growth of small towns into cities.

Other parts of Virginia grew as other

industries developed. Coal deposits

were discovered in Tazewell County.

The need for more and better roads

increased.

Tobacco farming and the

manufacture of tobacco products

became important Virginia

industries.




present. (VS.1e)


(VS.1f)






STANDARD VS.9a

The student will demonstrate knowledge of twentieth- and twenty-first-century Virginia by

a) describing the economic and social transition from a rural, agricultural society to a more urban, industrialized society, including the reasons

people came to Virginia from other states and countries.


During the twentieth and twenty-first

centuries, Virginia changed from a

rural, agricultural society to a more

urban, industrialized society.

Why did Virginia change from an

agricultural to a more industrialized

society?

What caused Virginia’s cities to grow?

During the early twentieth century,

agriculture began to change.

Old systems of farming were no

longer effective.

Crop prices were low.

Growth of Virginia’s cities

People moved from rural to urban

areas for economic opportunities.

Technological developments in

transportation (roads, railroads, and

streetcars) helped cities grow.

Coal mining spurred the growth of

Virginia towns and cities as people

moved from the countryside to find

jobs.

During the twentieth century, Northern

Virginia experienced growth due to an

increase in the number of federal

government jobs located in the region.

In the late twentieth century and the

early twenty-first century, Northern

Virginia and the Coastal Plain

(Tidewater) region have grown due to

computer technology.

People have moved to Virginia from

many other states and countries.






present. (VS.1e)








STANDARD VS.9b


b) identifying the impact of Virginians, such as Woodrow Wilson and George C. Marshall, on international events.


Two famous Virginians, Woodrow

Wilson and George C. Marshall, were

important national and international

leaders.

How did Woodrow Wilson’s actions

impact international events?

How did George C. Marshall’s actions

impact America’s role with other world

nations?

Woodrow Wilson was a twentieth-

century president who wrote a plan for

world peace.

George C. Marshall was a military

leader who created an economic plan to

ensure world peace.






present. (VS.1e)




STANDARD VS.9c


c) identifying the social and political events in Virginia linked to desegregation and Massive Resistance and their relationship to national history.


After World War II, African Americans

demanded equal treatment and the

recognition of their rights as American

citizens.

As a result of the Civil Rights

Movement, laws were passed that made

racial discrimination illegal.

What changes occurred in Virginia as a

result of the Civil Rights Movement?

Terms to know

segregation: The separation of

people, usually based on race or

religion

desegregation: Abolishment of racial

segregation

integration: Full equality of people of

all races in the use of public facilities

and services

Desegregation and Massive

Resistance in Virginia

The U.S. Supreme Court ruled in

1954 (Brown v. Board of Education)

that “separate but equal” public

schools were unconstitutional.

All public schools, including those in

Virginia, were ordered to

desegregate.

Virginia’s government established a

policy of Massive Resistance, which

fought to “resist” the integration of

public schools.

Some schools were closed to avoid

integration.

The policy of Massive Resistance

failed, and Virginia’s public schools

were finally integrated.

Harry F. Byrd, Sr., led the Massive

Resistance Movement against the

desegregation of public schools.




(VS.1c)




present. (VS.1e)


(VS.1f)




STANDARD VS.9d


d) identifying the political, social, and/or economic contributions made by Maggie L. Walker; Harry F. Byrd, Sr.; Oliver W. Hill; Arthur R.

Ashe, Jr.; A. Linwood Holton, Jr.; and L. Douglas Wilder.


Many individuals made political, social,

and/or economic contributions to life in

Virginia in the twentieth and twenty-

first centuries.

What contributions to life in Virginia in

the twentieth and twenty-first centuries

were made by Maggie L. Walker; Harry

F. Byrd, Sr.; Oliver W. Hill; Arthur R.

Ashe, Jr.; A. Linwood Holton, Jr.; and

L. Douglas Wilder?

Political, social, and/or economic

contributions made by the following

citizens

Maggie L. Walker was the first

African American woman in the

United States to establish a bank and

become a bank president.

Harry F. Byrd, Sr., as governor of

Virginia, was known for a “Pay As

You Go” policy for road

improvements, and he modernized

Virginia state government.

Oliver W. Hill, a lawyer and civil

rights leader, worked for equal rights

of African Americans. He played a

key role in the Brown v. Board of

Education decision.

Arthur R. Ashe, Jr. was the first

African American winner of a major

men’s tennis singles championship.

He was also an author and eloquent

spokesperson for social change.

A. Linwood Holton, Jr., as governor

of Virginia, promoted racial equality

and appointed more African

Americans and women to positions

in state government than previous

governors.

L. Douglas Wilder, as governor of

Virginia, was the first African

American to be elected a state

governor in the United States.

Identify and interpret primary and

secondary source documents to

understand events in history. (VS.1a)


present. (VS.1e)


STANDARD VS.10a

The student will demonstrate knowledge of government, geography, and economics by

a) identifying the three branches of Virginia government and the function of each.


Virginia state government is made up of

three parts (branches) that ensure

Virginia laws agree with the state

constitution.

What are the three branches of

government in Virginia, and what are

the powers of each branch?

The government of Virginia is divided

into three branches.

The General Assembly is the

legislative branch of the Virginia

government that makes state laws. It

is divided into two parts—the Senate

and the House of Delegates.

The governor heads the executive

branch of the state government. The

executive branch makes sure that

state laws are carried out.

The judicial branch is the state’s

court system. The judicial branch

decides cases about people accused

of breaking the law and whether or

not a law agrees with Virginia’s

constitution.




STANDARD VS.10b


b) describing the major products and industries of Virginia’s five geographic regions.


The state of Virginia can be divided into

five geographic regions.

Certain products and industries

characterize each region.

What are the major products and

industries of each region in Virginia?

Selected examples of products and

industries

Coastal Plain (Tidewater)

– Products: seafood, peanuts

– Industries: shipbuilding, tourism,

military bases

Piedmont

– Products: tobacco products,

information technology

– Industries: federal and state

government, farming, horse

industry

Blue Ridge Mountains

– Products: apples

– Industries: recreation, farming

Valley and Ridge

– Products: poultry, apples, dairy,

beef

– Industries: farming

Appalachian Plateau

– Products: coal

– Industries: coal mining




present. (VS.1e)

Analyze and interpret maps. (VS.1i)


STANDARD VS.10c


c) explaining how advances in transportation, communications, and technology have contributed to Virginia’s prosperity and role in the global

economy.


Advances in transportation,

communications, and technology have

facilitated migration and led to

economic development in Virginia.

Industries in Virginia produce goods

and services used throughout the United

States.

How have advances in transportation

facilitated migration and economic

growth?

How have advances in communications

and technology helped the economy of

Virginia grow?

In what ways is Virginia part of the U.S.

economy?

Virginia’s transportation system

(highways, railroads, air transportation,

shipping) moves raw materials to

factories and finished products to

markets. Virginia exports agricultural

and manufactured products, including

tobacco, poultry, coal, and large ships.

Virginia has a large number of

communications and other technology

industries.

Tourism is a major part of Virginia’s

economy.

Because many federal government

workers live and/or work in Virginia,

the federal government has a significant

impact on Virginia’s economy.




present. (VS.1e)

Documents

History Curriculum Framework 2008 - VDOE · History and Social Science Standards of Learning Curriculum Framework 2008: Virginia Studies 1 STANDARD VS.1a, b, c, d, e, f, g, h, i The